Technology tools are not being ubiquitously integrated into instructional practices of special education resource specialist program (RSP) teachers. Although research exists on technology integration in special education, technology integration in RSP environments is overlooked in the literature. The purpose of this mixed methods case study was to explore how a two part strategy in which RSP teachers learned to use a matrix connecting curriculum tasks to technology tools through participation in a community of practice (CoP) enabled the transfer of technology knowledge to instruction. The conceptual framework for the study was based on situated learning theory, the concerns-based adoption model, diffusion theory, and Desimone's conceptual framework of professional development. The study utilized design-based research methods to explore how the two part strategy affected perceived value, frequency, and progress toward instructional synthesis for a convenience sample of 10 RSP teachers. Interview and focus group transcriptions were coded using pre-determined themes, then cross-coded for emerging themes and changes in attitude and depth of technology usage. Survey data were analyzed descriptively. Overall findings indicated qualitative changes in teaching practices were due to raised awareness of technology tools through exposure to the matrix, collaboration within the CoP, and increased student engagement. Implications for positive social change include providing additional guidance on how educators and researchers can improve professional development through technology integration strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]